2018 44th Annual Conference
East Coast Colleges Social Science Association
2018 44th Annual Conference Roundtable
See Conference Program Below!
8:00am to 9:00am
Registration and Continental Breakfast
9:00am to 9:45am
Board of Directors
Overview and History of ECCSSA
Membership & Journal
Cultivating the Leadership of Learning: The Contextualization of Leadership—
Teaching Faculty as Leaders
Rosalyn M. King, EdD, Chair, Board of Directors, ECCSSA and
Professor of Psychology, Northern Virginia Community College, Loudoun Campus
ECCSSA calls for the cultivation and contextualization of leadership. This opening commentary will focus on instructional faculty, who perform most of the daily interactions with students, as the leaders of learning. This presentation puts leadership into context with a focal point on the core of the leadership pool—teaching faculty. Faculty are leaders because they create and are at the core of the learning organization. They have the widest impact in the organization, touching the lives of thousands of students, their families and the communities in which they interface. Faculty as leaders serve as agents of societal transformation. Decision-making spans the gamut of roles and responsibilities: teacher, mentor, role model, scholar, colleague, fundraiser, entrepreneur, administrator, servant to the community, and consultant. Teaching faculty demonstrate every aspect of transformational leadership. When faculty begin to accept, model and practice the principles of transformative leadership, their constraining beliefs are replaced by a set of empowering beliefs that can lead to actions that not only support and strengthen the institution, but also model leadership behaviors for students. Such a mindset also improves and enriches their individual working lives (Astin & Astin, 2000). Faculty are the core foundation of higher education institutions and the most classical and long sustaining leaders. Without them, there would be no instructional program and no foundational base in higher education institutions.
(11:00am to 11:20 am-Presentation; 11:20am to 11:50 am-Discussion)
Leadership as a Vocation: Charisma as a Resource for Developing Ourselves as Faculty Leaders
Rifat A. Salam, Associate Professor Sociology and Deputy Chair,
Social Sciences, Human Services and Criminal Justice
Borough of Manhattan Community College, City University of New York
This presentation explores the concept of charisma in leadership, as articulated by the social theorist, Max Weber. Many faculty with leadership potential or who are viewed “natural” leaders by students and peers eschew the traditional paths of leadership in higher education as it is narrowly understood. As Weber lamented about politics, the very people who should be leaders, do not pursue leadership. Weber’s conception of charisma will be discussed in the faculty context, along with ways to tap into our charisma as a “resource” to develop ourselves as faculty leaders within our unique institutional contexts. Institutional change provides challenges but also opportunities to develop faculty leaders who can parlay the relational and social aspects of charisma to craft new leadership roles to meet it. Using Weber’s framework from “Politics as a Vocation” and conceptual starting point, the presentation explores the ways in which faculty can tap into their charismatic qualities and offers three potential leadership roles in teaching, mentoring and serving as a bridge between faculty and administration.
(11:50am to 12:10pm-Presentation; 12:10pm to 12:30pm-Discussion)
Cultivating the Leadership of Learning Through Positive Psychology
Anxhela Lupe, Student and President, Psychology Club
Northern Virginia Community College, Loudoun Campus
Positive psychology is about embracing people’s strengths rather than focusing on their weaknesses. It is based on the premise that all people want to live purposeful and fulfilling lives, desire to be their best selves and strive for happiness in every aspect of their work and personal lives. When leaders approach their management style from this perspective by believing in the power of their own people, it can have a transformative effect on how their organization performs. Leading with a growth mindset helps people grow through problems rather than avoiding them and can transform organizations. Having healthy relationships with peers, teachers, managers, and leaders, is a significant motivating factor in how everyone feels about the surrounding environment and their performance. The principles of positive psychology can transform how leaders interact with their people. Masaru Emoto, a Japanese author and researcher, claimed that human consciousness influences the molecular structure of water; moreover, his study about how water forms a variety of crystals depending on the type of music, words, or expressions it is exposed to, is scientific proof that positive psychology is a very important tool which needs to be scientifically engaged in leadership. This presentation will focus on the theme of leadership, and how positive psychology can be used to improve relationships between people especially between students and teachers. It will emphasize how positive psychology needs to be part of a leader’s character.
12:30pm to 1:30pm
(1:30pm to 1:50pm-Presentation; 1:50pm to 2:20pm-Discussion)
Constructivist Learning Strategies and the Leadership of Learning
Marc A. Pugliese, Assistant Professor of Religion and Theology
Saint Leo University, Virginia Campus
Theories of adult education, particularly ones that approach learning from a constructivist paradigm, emphasize the significance of sharing power in the classroom and providing opportunities for students to be given responsibility for their own learning. This research investigated effective ways to improve student engagement and responsibility through the implementation of constructivist principles. Opportunities for students to take responsibility for choosing some course assessments and some course content while providing more real-world assignments from which to select were given to test the impact of power-sharing in the classroom. Using both an experimental and control section of the same graduate course taught by the same instructor in the same semester, this research endeavored to test with adult learners the constructivist learning hypothesis of Goodwin Watson that “we learn best that which we participate in selecting and planning ourselves” (Knowles et al., 88). Parallel experiments were conducted concomitantly by three colleagues, each using an experimental and control group for two sections of the same course. The findings suggest that leaders in learning should employ, promote, and implement this constructivist teaching and learning strategy.
(2:20pm to 2:40pm-Presentation; 2:40pm to 3:10pm- Discussion)
Adjunct Supervision and Consultation in Social Work Education: A Model for Enhanced Leadership
Khalilah L. Caines, Director of MSW Field Education
Christina Cazanave, MSW, Instructor and Director of BSW Field Education
Elizabeth Ruegg, MSW, Instructor, Advanced Clinical Practice
Saint Leo University, Saint Leo, Florida
There has been an increase in the use of adjunct or part-time faculty in many colleges and universities across the nation. While there has been controversy regarding the effectiveness of this trend, there is a need to provide ongoing training and development for faculty that are not engaged in full-time teaching in higher education. At Saint Leo University, the undergraduate and graduate social work programs primarily utilize adjunct faculty for field education, which is the signature pedagogy of social work education. Recognizing the influence that adjunct faculty can have with students and community stakeholders to create a successful field educational experience, the BSW and MSW Directors of Field Education developed a unique online model that brings adjunct faculty together for monthly supervisory consultation and leadership development. This presentation will explore the components of Saint Leo University’s Field Supervisory model and its impact on faculty and student success. The presentation will identify ways to engage in leadership development of adjunct faculty which in turn can promote program integrity, student retention and success, and strengthen university and community partnerships.
3:10pm to 3:20pm
(3:20pm to 3:40pm-Presentation; 3:40pm to 4:10pm-Discussion)
Implementing a Model for Mentoring African American Students:
From Theory to Practice
Heather R. Parker, PhD, Associate Professor of History and Associate Dean, School of Arts and Sciences
Pamela L. Lee, PhD, Associate Professor of Management and Associate Chair, Department of Management
Victoria A. Anyikwa, MSW, PhD, Associate Professor of Social Work
Saint Leo University, Saint Leo, Florida
This presentation will summarize the findings of research related to understanding the mentoring needs of African American students and recommendations for establishing an effective mentoring program. Based on the findings of this research, a mentoring program has been designed to train faculty to meet the needs of these students and pair them with students with whom they are most likely to form a productive mentoring relationship. The faculty who participate in this program successfully will then assist with training the next cohort of mentors as the program is expanded to address the needs of other groups of students. This presentation demonstrates how theory can be put into practice and how to train faculty to take the lead in initiatives designed to address the mentoring needs of college students.
(4:10pm to 4:30pm-Presentation; 4:30pm to 5:00pm-Discussion)
Calling Out Bullshit: The Art of Deceptive Misrepresentation
David Tengwall, PhD, Professor of History and Political Science
Anne Arundel Community College, Arnold, Maryland
Students, indeed all of us, are being inundated with information coming to us via social media. Unfortunately, much of this information is not accurate or indeed it is BULLSHIT. Even more unfortunate many individuals accept this information as truth. As a result, this presenter has developed a one-credit course specifically aimed at how individuals can determine what BULSHIT is and then how one can respond to BULLSHIT.
(5:00pm to 5:20pm-Presentation; 5:20pm to 5:50 pm-Discussion)
Preparing Tomorrow’s Leaders: Intersectionality, Critical Race Theory
and Higher Education
Victoria A. Anyikwa, MSW, PhD, Associate Professor of Social Work
Saint Leo University, Saint Leo, FL
“America first is about unity.” This is a recent statement made by President Donald Trump at a meeting of the Latino Coalition on March 7th, 2018 in Washington, D.C. Interestingly, this statement appears lost in a sea of news that America is more divided now than any time since the civil war. It comes at a point when the topics of race and racism are pitting groups against each other. It comes at a point when anti-immigration sentiments are at an all-time high; it comes at a point when women are fighting for equal treatment in the workplace, among other issues. Leaders and instructors in higher education must find ways to address these issues in preparing students to lead. This presentation addresses current issues in today’s society, using intersectionality and critical race theories to advance the discussion and to broaden perspectives in understanding differences. Intersectionality speaks to individuals’ overlapping identities that help to broaden our understanding of each other’s experiences. Critical race theory helps us to understand structural issues and ‘isms’ that tend to promote social and economic injustice and disparities across groups. It speaks to the need for dialogues and empathy in gaining understanding of the various movements occurring simultaneously across the nation,
5:50pm to 6:00pm
8:00am to 9:00am
9:00am to 9:15am
(9:15am to 9:35am, Presentation; 9:35am to 10:05am, Discussion)
Why Open Digital Courseware is Transformative
Brian Jacobs, PhD, CEO, panOpen
New York, NY
While digital media has already reshaped television, movies and music, a parallel transition—and the upheavals it brings--is only now taking hold in the academy. As with those other industries, the infrastructure (cloud computing, broadband, SaaS) that supports the movement from analog to digital has also laid the groundwork for a fundamental shift in our assumptions about the way educational content is produced and shared. Open Educational Resources (OERs) have been available for more than 20 years and are now beginning to challenge fundamental assumptions in the production and use of educational content. This presentation will describe chief characteristics of this emerging model and explain why, for those who seek a lower cost, more inclusive, and more engaging way to create and use educational content, the open source model can be the basis of great pedagogical exploration and innovation.
(10:05am to 10:25am-Presentation; 10:25am to 10:50am-Discussion)
Fourth Industrial Revolution: The Role of Higher Education
Sushma Shukla, PhD, Secretary, Board of Directors, ECCSSA
Adjunct Professor of Economics, Virginia International University
Education has tremendous potential to combat inequality and unlock the potential of individuals and entire economies. The fourth industrial revolution is said to be ushered in by advancements in robotics, virtual reality, cloud technology, big data, artificial intelligence, the internet and other technologies. Higher education in the fourth industrial revolution is a complex, dialectical and exciting opportunity which can potentially transform society for the better. The fourth industrial revolution can transform the workplace from tasks-based characteristics to the human centered characteristics. Because of the convergence of man and machine, it will reduce the subject distance between humanities and science as well as social science and technology. This will necessarily require much more interdisciplinary teaching, research and innovation. This paper analyzes the role of higher education in the fourth industrial revolution that can best meet the challenges and maximize the opportunities of the fourth industrial revolution.
10:50am to 11:00am
(11:00am to 11:20am-Presentation; 11:20am to 11:50am-Discussion)
Enhancing Teaching and Learning Through Gamification and Other
Joanne Margaret Hynes-Hunter, PhD, President Joanne Hunter LLC
The purpose of this "learning-by-doing" presentation is to provide numerous, alternative technology activities that enhance teaching and learning, including poll-everywhere, Kahoot, Google sites/docs/forms/slides, QR codes, wikis, survey monkey, Apps, Web 2.0 open sources, Blogs, interactive websites, and so many awesome others to keep students attentive and active; and, much more importantly, wanting to learn more! Technology also has the power to transform teaching by ushering in a new model of connected teaching. This model links teachers to their students and to professional content, resources, and systems to help them improve their own instruction and personalize learning.
(11:50am to 12:10pm-Presentation; 12:10pm to 12:30pm-Discussion)
How College Major and Class Standing Could Affect Teaching Effectiveness of Mobile Learning: Evidence from US Colleges and Universities
Longqing Li, PhD, Instructor of Economics
Christopher Newport University, Newport News, VA
Mobile technology has increasingly become an important and indispensable tool for college students. Currently, many educators have prevented the use of cellphones, out of concern that the Internet could supersede and eventually replace the traditional in-class teaching environment. Some do not fully grasp the significance of it. In extreme cases, such technology is ignored completely. To address and embrace innovative mobile technology, this presentation seeks to understand whether and how mobile technology might improve students’ learning experiences and yield effective teaching outcomes based on students’ different backgrounds, majors and class standing.
12:30 to 1:30pm
(1:30pm to 1:50pm-Presentation; 1:50pm to 2:10pm-Discussion)
The Importance of Global Learning
Alexander Humphrey, Senior, Economics and Finance
Christopher Newport University, Newport News, VA
This presentation shares the vivid details of my two-month internship experience in the Luohu District of Shenzhen, China, Guangdong Province with Everbase Investment Management, Inc. My goal is to share my successes and failures, so they can get a feel for the countless opportunities that await them in other countries. While the focus of my internship was researching the financing of organic agriculture in the US, UK, and SE China, my presentation will elaborate on the importance of building global skills. It is not only in a professional environment that the idea of “World Citizenship” is necessary. During my internship each day led me to build my own character and acceptance of foreign lands to succeed. The sponsor of my internship (CRCC Asia) provided support with weekly lessons on how to be the most effective in a different environment. These lessons came from American entrepreneurs who left their very suitable lifestyles in the United States to take a chance in Shenzhen as program directors, and students just like us who at one time wondered, “How can one be successful and survive in a country where English is not the spoken language?”
(2:10pm to 2:30pm-Presentation; 2:30pm to 3:00pm-Discussion)
Motivating and Leading Original Research in the Global Historiography
of World History
David Lipton, MA, MA, MS, Adjunct Professor of History
Middlesex County College, New Jersey
Historiography is the history of historical writing. However, currently, world history researchers only consider works by Europeans and Middle Easterners. To remedy this deficiency, I research written and oral world histories that were composed in Non-Western cultures. Throughout my world history survey courses, the value of diversity is explained and demonstrated. Students are motivated to research the topic. During and near the end of the course, leadership and modeling is provided by summarizing the instructor’s own research. Motivation is stimulated by stating that there may be many undiscovered world histories in Non-Western cultures. Students are encouraged to find these works and publish their results.
3:00pm to 3:10pm
(3:10pm to 3:30pm-Presentation; 3:30pm to 4:00pm-Discussion)
Promoting Cultural Diversity in Classrooms: How Leaders of Learning
Can Create Academic Inclusivity
Babita Srivastava, PhD, Adjunct Professor of Economics
William Patterson University, New Jersey
The diversity in classrooms worldwide has seen a sharp increase with inflow and outflow of students from different countries who study abroad. With such a stark contrast to what was known decades ago, this change must be responded to with equitable treatment and proactive strategies; especially in how to improve teaching styles in classrooms for students of all ethnic backgrounds. Of note, in American classrooms, predominantly international students may be at a marked disadvantage. This presentation will discuss methods of educational spaces suitable for a multi-cultural learning environment. Teaching strategies and classroom design should incorporate inclusive activities where students do not suffer due to a language barrier or not understanding the curriculum which may include unfamiliar concepts that are limiting in nature. Creating effective multicultural learning environments will improve student learning and development; and reinforce a positive attitude toward societal diversity among educators and students.
4:00pm – 5:15pm
Overall Summary and Conference Wrap-Up
Reflections and Recommendations
Victoria A. Anyikwa is an Associate Professor in the Graduate Social Work Program at Saint Leo University, Florida. She holds a Bachelor’s degree in Sociology from Queens College in New York, a Master’s degree in Social Work from New York University, and a PhD in Social Work from Barry University in Miami Shores. A former commissioner of Social Services in Greenwich, CT., and executive director of a mental health organization in Brooklyn, N.Y., Anyikwa is also a trained clinician. She has published and presented on local, national and international levels She is active on the Council on Social Work Education’s Women’s Council, the accrediting body for social work education. She currently teaches social work research methods, evidence-based practice, and macro practice focusing on organizational change.
Khalilah Caines has a BA from the University of Colorado-Boulder and a MSW Degree from Saint Leo University. She currently is Director of Field Education for Saint Leo’s MSW Program and teaches full time as an Instructor for various practice and child welfare courses in social work. Ms. Caines is a Licensed Clinical Social Worker and has served on various child welfare committees and continues to provide training and consultation for foster and adoptive parents of children with special needs.
Christina Cazanave is a graduate from Saint Leo University with a Bachelor of Social Work. She earned her Master of Social Work degree from the University of Central Florida. She has over ten years of experience in child welfare and school social work, with an emphasis on dropout prevention and at-risk youth. She has served on various community boards and child welfare committees focused on equal educational opportunity for low-income communities. Christina has presented at workshops on relationship building with at-risk youth and their families. She is affiliated with the Association for Community Organization and Social Administration, the National Dropout Prevention Network and the National At-Risk Education Network. She is currently an instructor and Director of Field Education of the BSW program at Saint Leo University.
Satarupa Das is a professor of economics at Montgomery College, Takoma Park/Silver Spring Campus in Maryland. At Montgomery College, she offers traditional and online classes for Introductory Macro and Microeconomics courses as well as honors module for those courses. Das has taught various courses of Economics including courses at graduate and undergraduate level. Her teaching experience includes teaching at various institutions such as India University Bloomington, Western Carolina University, Northern Virginia Community College and Strayer University. Courses taught include introductory Macroeconomics, Microeconomics, Intermediate Microeconomics, International Trade and Managerial Economics. She has ten years of online teaching experience. She received the Smithsonian Faculty Fellowship from Paul Peck Humanities Institute in 2011. Her teaching related writings have been published in the Online Classroom and Teaching Professor newsletter. Das was awarded her Master’s in Economics from the prestigious Delhi School of Economics in Delhi, India; and her PhD. in Economics from Indiana University, Bloomington.
Alexander Humphrey is a senior at Christopher Newport University. His home is in Herndon, Va. He is majoring in Economics and Finance. Through the university, he has earned numerous opportunities to pursue a career as well as build his leadership skills. Through the Economics and Finance Club, he has generated interest in global economics. In the Summer of 2017, he completed an internship in Shenzhen, China exploring the business and personal culture in one of the highest populated countries in the world. The experiences gained by Humphrey has provided future vision and equipped him with important motivation and skills. More importantly, he seeks to share his experiences and hopefully motivate others to pursue their aspirations through global learning.
Joanne Hynes-Hunter has years of teaching experience to ethnically diverse Pre-k-12 students, undergraduate and graduate students as well as adults and seniors. She is an award-winning teacher (12 awards), published author (14 books, 3 books in progress, 14 book entries/chapters, 30+ peer reviewed articles) and presenter to over 200 International, National, State and community audiences. Hynes-Hunter develops and administers high-energy, interactive, hands-on technologically based, physical activity and health curricula that enhances learning. Currently, she is CEO of her own consulting & contracting company (who is always looking for more work). Hynes-Hunter writes online courses for many online accreditation agencies and is a master trainer for many companies focusing on early childhood, Afterschool Programing, adapted physical education; STEM/STEAM; brain-based learning, and Math and Movement. Joanne is a Head Start Body Start consultant, and a Certified Adapted Physical Educator. Hynes-Hunter is a member of 14 professional organizations, including Phi Epsilon Kappa, Kappa Delta Pi, and Golden Key International Honour Society. Dr. Hunter is available to conduct exciting, fun & dynamic in-service workshops, presentations, keynotes, and more on many topics.
Brian Jacobs is an education entrepreneur and scholar. For the past 18 years, he has devoted his career to making instructional content more accessible and effective for students, faculty, and institutions nationwide. During his time as both a student and professor of political philosophy at Cornell University, Jacobs saw first-hand the pedagogical challenges of the traditional textbooks. In 1999, he launched his first company, Akademos, a web-based company that focused on new models of distributing physical and digital course materials. After leading Akademos for more than 12 years, Jacobs left his operating role to found panOpen. Previously, Jacobs was Visiting Assistant Professor in the Department of Government and Visiting Fellow at the Institute for German Cultural Studies, both at Cornell University. He received fellowships from the Mellon Foundation, University of Goettingen, and Yale University. He has published numerous articles in his academic field, including co-editing an Essay on Kant’s Anthropology, (Cambridge U. Press, 2003), and on the topic of educational content and resources. He is currently a mentor at NYU’s StartEd Accelerator for early stage education technology companies. He has also been a mentor in the Edge EdTech Accelerator and for Techstar’s “Risingstars” program. Jacobs earned a bachelor’s degree with honors in English and political science at the State University of New York at Albany, and a doctorate in political philosophy and social theory at Cornell University.
Rosalyn M. King is professor of psychology at Northern Virginia Community College, Loudoun campus and Chair, Board of Directors, ECCSSA. King has an interdisciplinary background in psychology, psycho-educational studies, counseling, anthropology, sociology, administration, planning and social policy and the allied sciences. She specializes in cognitive developmental, learning environments, educational and research psychology. She served as Chair, VCCS, Northern Virginia Regional Center for Teaching Excellence for 16 years providing professional development seminars and opportunities for faculty; and as Chair/Assistant Dean of the psychology program for more than 16 years. She received her EdD from Harvard University in Learning Environments and Administration, Planning and Social Policy, with special study at the Harvard Law School (in Constitutional Law, Intellectual Property Law, Commerce and Development) and the School of Design (Youth in the Urban Environment). She received her MA and BS degrees in Psychology, Counseling and Psychoeducational Studies at Howard University, with sub concentrations in sociology and the allied sciences. She has served as Director of Research for several large scale national studies for the Federal government, private foundations and research institutions. She is the author of 2 books, Enriching the Lives of Children (2008) and Psychology and the Three Cultures: History, Perspectives and Portraits (scheduled for release in late Spring 2018) both published by Cambridge Scholars Publishers. She has written numerous articles and other publications, reports, working papers and conducted many research studies. King is an Oxford scholar with papers presented at two Oxford Roundtables. She leads study abroad tours to various countries across the world. She is recognized annually in Marquis Who’s Who—in America and the World, among others—American Women, South & Southwest, Finance and Industry, America’s Teachers and Emerging Leaders.
Pamela Lee earned her PhD from Regent University and is Associate Professor of Management and Associate Chair of the Department of Management at Saint Leo University’s Chesapeake, Virginia location.
Anxhela Lupe is student at Northern Virginia Community College aspiring to enroll at George Mason University for a Nursing Degree. She has a passion for education, especially science education. Her achievements so far is proof demonstrating that Anxhela is a highly motivated and focused student with a strong desire to earn a degree that will create options for helping others and give back to the community. She is member of two honor societies: Phi Theta Kappa and National Society of Collegiate Scholars. Anxhela is in a continuous journey of evolvement.
Longqing Li is instructor of economics at Christopher Newport University. He earned his MS in Economics at Suffolk University and will earn his PhD in May 2018 from the same institution. Li has participated in several research studies and published in the Journal of Applied Business and Economics on such topics as: “A Comparative Study of GARCH and EVT models in modeling Value-at-Risk,” (2017). He also has written an article entitled “Simulation-Based Optimal Portfolio Selection Strategy--Evidence from Asian Markets” which is currently under review.
David Lipton is an adjunct professor at several colleges. His research interests focus on a globalized perspective of Antarctic history and the philosophy of history. David Lipton has earned an MA in history with a global history concentration, an MA in history with an American history concentration, an MS in computer science, a BA in history, and a BA in English.
Heather Parker is associate Professor of history and associate dean of the School of Arts and Sciences at Saint Leo University in Florida. She earned her PhD. in history from UCLA. Her academic research centers on interethnic and inter-religious political interaction. Her research interests span a wide variety of topics within US History that include twentieth century interethnic political interaction as well as presidential rhetoric and the politics of inclusion. Her most recent research focus is on the intersection between religion, race, and politics in Florida. She is committed to engaging in research and activities that promote retention and academic success among undergraduate and graduate students of color. Together with her husband, Dr. David D. Jones, Physician, she has created a mentorship program which remains active in California, New York, and Florida. These programs identify promising underprivileged college students from several universities and provides support and mentoring in their discipline studies. The program also provides guidance in preparation for graduate study, and on to productive and successful careers. As an administrator, she is currently conducting research related to student retention, administrative leadership, and innovative instructional strategies in higher education settings.
Marc A. Pugliese is Assistant Professor of Religion and Theology at Saint Leo University, where he teaches primarily in the graduate program. His research interests include comparative theology, philosophical theology, interdisciplinary work with science and religion and ethics and economics, as well as the scholarship of teaching and learning. His co-edited volume on interreligious pedagogy, Teaching Interreligious Encounters, was recently published with Oxford University Press in the American Academy of Religion (AAR)’s Teaching Religious Studies series.
Elizabeth Ruegg has a Bachelor of Science degree from Marymount College and a Master of Social Work degree from Fordham University. Ruegg is a credentialed clinical traumatologist; a certified compassion fatigue specialist; a certified addiction professional; a Board-Certified Diplomate in clinical social work, and a Board-Certified clinical supervisor. She has maintained a full-time private mental health practice in Port Richey, FL for the past 15 years, specializing in suicide risk assessment and management, and trauma therapy. She is a member of several clinical social work organizations. Since 2012, Ruegg was an adjunct instructor at Saint Leo in the MSW program, and now a full-time faculty member as of 2017. Courses taught include: Psychopathology; Field Practicum; Advanced Clinical Practice with Individuals; Advanced Clinical Practice with Couples and Families; Advanced Clinical Practice with Older Adults; and Leadership.
Rifat Anjum Salam is an Associate Professor of Sociology at the Borough of Manhattan Community College (BMCC) of the City University of New York. She earned a PhD in Sociology from New York University. She is the senior Co-Coordinator of the Writing Across the Curriculum (WAC) Program at BMCC as well as a Deputy Chair in the Social Sciences, Human Services, and Criminal Justice Department. Her research interests include gender, family, ethnic identity, and South Asian/Asian American communities in the United States, which were explored in her book, Negotiating Tradition, Becoming American: Family, Gender and Autonomy for Second Generation South Asians. She is an active member of the American Sociological Association (ASA) and most recently served on the third ASA Taskforce on Liberal Learning and the Sociology Major and was one of the primary authors of its report, The Sociology Major in the Changing Landscape of Higher Education: Curriculum, Careers, and Online Learning. As part of her role in coordinating the WAC Program at BMCC, she is a member of the CUNY WAC Council and has developed pedagogical workshops and training materials for CUNY Graduate Center PhD students. In addition to facilitating workshops on WAC pedagogy at BMCC, she has developed and facilitated a variety of teaching-related workshops for full and part-time faculty across disciplines. She is currently working on assessment of a program which she helped develop, the BMCC Teaching Academy, a peer-based mentoring and training initiative aimed at junior faculty.
Sushma Shukla is an adjunct professor of Economics at Virginia International University, where she teaches Microeconomics, Macroeconomics, Statistics and International Economics. Shukla offers more than 10 years of experience in research and academic environments. She has taught in the areas of economics, statistics, and development economics. Shukla received her bachelor’s and master’s degrees from Ravishankar University in India; and a second Master of Philosophy in Economics from Devi Ahilya University in India. Her research interests are in innovation, economic growth, and emerging economies. Her article “Human capital and economic growth in India” was recently published in the International Journal of Current Research. She has presented her research at various seminars and conferences such as ECCSSA and AIRLEAP. Shukla holds her PhD in Economics from Ravishankar University in India. Currently, she is serving as a board member of ECCSSA.
Babita Srivastava has a PhD in economics from the University of Allahabad, India. Her doctoral thesis focused on the problem and prospects of solar energy in India. Currently she is adjunct lecturer in Economics and Business at the William Paterson University and is teaching Principles of Microeconomics. She recently attended the 2018 AEA Conference and presented her poster. She has also published articles in peer reviewed journals as well as presented at several conferences in the US.
David Tengwall has forty years of teaching experience at Anne Arundel Community College. He is a professor and department chair, teaching in the history, political science and philosophy departments. He was chosen Teacher of the Year at his college and the Community Colleges of Maryland in 1990. He has served as President of the Teaching Faculty and Chair of the Academic Forum at AACC. He has published numerous articles and textbooks, including: The Western Image, 2 Volumes; Introduction to Political Theory; and The Portuguese Revolution, 1640-1668 (Edward Mellon Press, Wales, 2010). Tengwall has earned degrees from Creighton University, University of Chattanooga, University of California and St. Mary’s Seminary.
Jia Yu is a lecturer of economics at Christopher Newport University and consultant at the Watson Center for Public Policy. Yu is a committee member of the Greater Hampton Roads Community Indicators Dashboard Data Advisory Committee at the United Way of South Hampton Roads. Her research focuses on Health Economics, Social Economics, and Applied Econometrics. Yu earned her PhD in Economics, with sub concentrations in Health Economics and Applied Econometrics from Suffolk University in Boston, MA. She earned her MA degree in economics from Albany State University, Albany, New York; and, her BS degree in International Economics and Trade from Tianjin University of Finance and Economics in Tianjin, China
Conference Background and Overview
ECCSSA 2017 continues the dialogue on rethinking leadership in higher education. In the 2016 conference we examined the construct of leadership and explored new, visionary and effective models of leadership success. The 2017 conference explored the role of instruction, learning and leadership in higher education. The focus was on holistic education and development of students we serve in preparing a society of individuals for ethical leadership, caring, humanity and sustainability of a future world. The goal was to develop a model for preparing future citizens and leaders.
For 2018, ECCSSA calls for the cultivation of the leadership of learning. This conference will focus on instructional faculty who perform most of the daily interactions with students as the leaders of learning. This conference seeks to put leadership into context with a focal point on the core of the leadership pool—teaching faculty.
Faculty as Leaders
Faculty as leaders serve as agents of societal transformation. Decision making spans the gamut of roles and responsibilities: teacher, mentor, role model, scholar, colleague, fundraiser, entrepreneur, administrator, servant to the community, and consultant. Teaching faculty demonstrate every aspect of transformational leadership (Astin & Astin, 2000). Per leadership researchers, “Faculty are in a position to begin the change agenda in their classrooms and in their governance activities” (p.45). This is precisely the attitude that should be cultivated and conveyed on the premise that everyone can lead, live by leadership principles, and, work for change in their own sphere of influence.
When faculty begin to accept, model and practice the principles of transformative leadership, their constraining beliefs are replaced by a set of empowering beliefs that can lead to actions that not only support and strengthen the institution, but also model leadership behaviors for students. Such a mindset also improves and enriches their individual working lives (Astin & Astin, 2000). Expanding and re-centering the concept of leadership is crucial. Faculty are the core foundation of higher education institutions and the most classical and long sustaining leaders. Without them, there would be no instructional program and no foundational base in higher education institutions.
In his book, The Fall of the Faculty (2011), Ginsberg discusses how there has been a deemphasis of viewing the teaching professoriate in a leadership role. He stresses the importance and urgency of faculty regaining their voice and power as leaders. He asserts that from a historical perspective, American universities were led mainly by their faculties. They viewed intellectual production and pedagogy as the core mission of higher education. Currently, and over the last decade, per Ginsberg, this has changed where “deanlets”—administrators and staffers, often without serious academic backgrounds or experience—are setting the educational agenda.
In a further irony, per Ginsberg, many of the newly minted—and non-academic—administrators are career managers who downplay the importance of teaching and research, as evidenced by their tireless advocacy for a banal “life skills” or get through college curriculum. Therefore, students are denied a more enriching educational experience—one defined by intellectual rigor. Ginsberg calls for teaching faculty to assume their proper role as leaders of learning and in all aspects of higher education life.
College and university faculty can provide the kind of leadership that could transform their institution toward building greater community, cooperation and harmony. Faculty are considered the stewards of the institution; and, they tend to have the greatest longevity. Faculty are also a powerful force in the development of young people. Faculty should view themselves as the leaders of learning. Many faculty are among a community of scholars and are typically knowledge-based. They are also charged with designing and implementing important mechanisms and methods for learning. They must actively and innovatively engage students who are also part of the teaching/learning, leader/follower exchange. Faculty are also called to serve society as agents of societal change. They provide leadership as teachers, scholars and servants to the larger society and world; and, some in a profound way.
Teaching itself, is a form of leadership within the classroom, although little of that is acknowledged when leadership is discussed in the literature. However, the new emerging paradigm shares this notion, and most scholars agree, that the meaning of leadership depends on the context in which it is found (Drury, 2005) and involves the expectations of the leader and followers. Many of the descriptions in emerging leadership paradigms also include an emphasis on a combination of traits of the leader, followers and context. Thus, in the new emerging paradigm of leadership, it is becoming more apparent that teachers should be viewed as influential leaders and agents of change in the classroom and beyond in community, society and world.
Per Drury (2005),” leadership is what effective teachers do in their classrooms when they influence a passion for the subject matter, initiate structure in areas of professional competence, guide group discussion, persuade peer tutoring to occur, design and motivate action-learning processes, clarify goals or learning objectives, encourage individual persistence, exhibit consideration for students in a variety of interpersonal behaviors, and in many other ways that facilitate learning outcomes among students” (p.4).
Faculty are leaders because they create and are at the core of the learning organization. They have the widest impact in the organization, touching the lives of thousands of students, their families and the communities in which they interface. According to Peter Senge (1990), the best leaders teach people throughout the organization not only how to see the big picture, but how and why the different parts interact. Thus, the leader-teacher interaction is an interchangeable one—teachers must be leaders to be most effective in the classroom.
Leaders of learning also expand knowledge and empower students. Students will observe and generate their notions and conceptions about leadership from their observation of models and interactions in the classroom, campus environment, and participation in campus activities. They will also learn intentionally and unintentionally from such models; as well as, through their engagement in the educational process. Further, the impact that faculty as leaders have on students is far reaching to those students becoming global citizens, productive professionals, civic oriented citizens, ethical leaders and world-changers.
Teaching faculty scholars have the most profound influence and leader power than any administrative task leader in higher education. ECCSSA calls for teaching faculty to regenerate, rise and assume their leadership role.
Goals of 2018 ECCSSA Roundtable
The 2018 ECCSSA conference will focus on a scholarly and practical dialogue on cultivating the leadership of learning. It is a call for teaching faculty to assume their leadership status in higher education.
ECCSSA invites you to join us in dialogue at the 2018 Roundtable as we call for research, models, proposals and papers that address, support, and promote teaching faculty as leaders of learning. Teaching faculty are the true leaders in higher education, with the responsibility of developing, shaping and molding human potential—in character, ethics, knowledge, skills, well-being, worldviews, and ability to become productive and viable national and global citizens, and leaders of the future. It is the teaching faculty who are the basic and foundational core of any institution of higher learning. They are also parents, heads of households, and must lead their families.
The 2018 ECCSSA Roundtable has some of the following goals:
To explore the contextualization of leadership;
To regain leadership status for instructional faculty;
To develop strategies and models for preparing teaching faculty as leaders of learning;
To understand theory, epistemology and ways of knowing;
To promote education for holistic development;
To explore strategies for teaching, learning, and development of human potential;
To explore development and building of skills for life and work beyond the classroom;
To model leadership behavior and cultivate a new leadership archetype;
To build a culture of creativity and innovation; and,
To promote transformation, global participation and a sustainable future.
ECCSSA invites you to join us in dialogue at this conference roundtable. We encourage undergraduate and graduate student participation, joint faculty-student collaboration and team or group projects and presentations.
Conference presentation formats include individual, collaborative projects, panel discussions, and posters. Proposals will also be accepted for special pre- and post-conference sessions.
Special Call for Student Poster Presentations and Papers
ECCSSA traditionally and historically has been an organization that supports student scholarship. We strongly recommend Association members and teaching faculty to encourage student participation in the conference.
We encourage graduate and undergraduate student submission of poster presentations and papers. Poster presentations will remain on display through the duration of the conference and students are asked to be present at their poster during morning breakfast and lunch. Guidelines for student and faculty papers and poster presentations can be found on the ECCSSA website at: www.eccssa.org
Astin, A.W. & Astin, H.S. and Associates. (2000). The leadership role of faculty. In Leadership reconsidered: Engaging higher education in social change. Battle Creek, MI: W.H. Kellogg Foundation.
Drury, S. (2005). Teacher as servant leader: A faculty model for effectiveness with students. School of Leadership Studies.
Senge, P.M. (1990). The fifth discipline: The art and practice of the learning organization. New York: Currency Doubleday.
A Note on the Roundtable Format
A select group of presenters will gather for two days to present their work and to discuss the work of other presenters. All participants will gather in the same room to hear each presentation. Therefore, it is imperative that all presenters be in attendance for both days of the roundtable.
For more information and to download proposal, registration and other forms or to pay online, please visit our website at: www.eccssa.org. You may also contact Dr. Rosalyn M. King at firstname.lastname@example.org or email@example.com for additional information.
Suggested Topics on the Conference Theme
Theories of Learning and Leadership
The Practice of Leadership in Teaching and Learning
Multiple Roles of the College Professor
Empowering Teachers as Agents of Change
Teacher as Leader
Teacher as Servant Leader
Developing Teaching Faculty as Leaders
Cultivating a New Leadership Archetype
Collaborative Models of Leadership to Promote Teaching and Learning
New Paradigms, Models and Designs for Teaching and Learning
Changing the Paradigm of Teaching
Developing a Teaching Philosophy
Authentic Constructivist Teaching and Learning
Building the Future of Learning
Fostering Direct and Conversational Relationships
Neuroscience and Learning
Effective Teaching and Leading Strategies
Building Leadership Skills
Developing Principle-Centered Leaders
Building Skills for Life and Work Beyond the Classroom
Experiential, Service and Community-Engaged Learning
Research Design, Methods, Practice, Dissemination and Participation
Incorporating Innovation and Creativity
Building a Culture of Innovation
Promoting and Encouraging Creativity
Building a Creative Class
Methods for Cultivating Foresight
Creating Games that Teach
Leveraging Technology to Transform Learning
New Paradigms for Online Learning
Pedagogy for a Technological Culture
Transforming the Book into E-Book and Learning Portal
The Use and Effectiveness of Publisher Portals for Deep and Rich Learning
The Digital Sector
Using Social and Other Forms of Media
Effective Role and Use of Media to Educate, Inform and Transform
Designing More Effective Learning Environments and Spaces
Designing Learning Spaces for Active and Engaged Teaching and Learning
Psychological and Physical Comfort
Creating Learning Studios
Creating Culturally Compatible Classrooms
Effective Learning Environmental Designs
Building Flexible Classroom Structures
Flexible Classroom Furniture and Spaces
Organizational Structure and Physical Design
Developing World Citizens
Developing Global Leaders
Building Global Skills
Vision of Humanity
The Power of Art in Changing Worldviews
The Power of Art as Language
For more information and to download proposal, registration and other forms or to pay online, please visit our website at: www.eccssa.org. You may also contact Dr. Rosalyn M. King at firstname.lastname@example.org or email@example.com for additional information.
Conference Registration Fees
Regular Registration: $250 *
Regular Registration-Credit Card: $265*
Walk-In Registration: $275 *
Walk-In Registration-Credit Card: $290*
(-All Full-Time Employees-)
New Scholar/PT Adjunct Faculty who are not FT Employees/PT Graduate Student: $200 *
*(New Scholar=1-3 years of employment as young scholar)
*(Adjunct faculty and graduate students not working full-time)
Walk-In Registration: $215 *
Undergraduate Student: $70
Undergraduate Student-Credit Card: $85
Regular Membership: $60
Lifetime Membership: $600
Exhibitor Registration: $150
* Registration Fee includes a copy of the ECCSSA Journal and Membership Fee for Full-time Faculty, New Scholars, Adjuncts and Graduate Students
Registration Fees Above are for Paying by Cash or Check.
To Pay by Credit Card includes an additional service charge.
(Includes additional service charge.)
Courtyard Marriott - Dulles Town Center
Dulles Town Center
(A Smoke-Free Hotel)
45500 Majestic Drive
Dulles, VA 20166
Discounted Room Rate:
1 King Guest Room with Sofa Bed @ $95.00 plus tax, per night
For those who wish to request tax exemption, tax exempt forms have to be pre-approved
by hotel event manager. Contact Hotel Event Manager at the time of reservation.
Must Reserve on or before Monday, March 5, 2018 (Cutoff Date)
(After the cutoff date, the hotel will release any unreserved rooms for general sale and, in the hotel's discretion,
will accept reservations at ECCSSA Room Block's group rate, on a space and rate available basis.)
Please identify yourself as part of the ECCSSA Room Block Group.
++++Ask for the ECCSSA Room Block for April 6,-7, 2018 Conference Roundtable.
Courtyard Marriott Brochure in PDF:
Hawthorn Suites by Wyndham
Download Conference Forms Below:
**Note: Right click on any document to open in a new window.
Conference Overview and Call for Papers, Research and Proposals
2018 Conference Registration Form
Guidelines for Presenters
Guidelines for Poster Presentations
Information for Publishers, Organizations and Sponsors
Application Form for Publishers, Organizations and Sponsors
Loudoun County Attractions
This site has information on everything you want to know about Loudoun county,
including places to eat, heritage and culture, town and villages and horse country events.
Provides great information on the happenings in Northern Virginia.
Provides links to cultural and museum events.
(Washington Dulles Airport)
Dulles Taxi & Limousine
21100 Dulles Town Circle
241 Fort Evans Road, NE
Download Handout Below on
Restaurants at Dulles Town Center:
Other Restaurants in the Area:
A Taste of Vietnam
46005 Regal Plaza
20921 Davenport Drive
21018 S. Bank Street
11 N. King Street
2079 Great Falls Plaza, #110
Sterling, VA 20165
20789 Great Falls Plaza, Unit 176
Sterling, VA 20165
20921 Davenport Drive
45980 Waterview Plaza
45970 Waterview Plaza
204 Harrison Street, SE
5 Catoctin Circle
For more information on the 2018 ECCSSA conference, please contact:
Dr. Rosalyn M. King, Chair, ECCSSA Board of Directors at:
Send Inquiries to:
Conference Evaluation-Please Complete Below: